Abstract
The aim of this research is to examine and compare metacognitive awareness levels or dimensions related to the metacognitive awareness of students who were studying in undergraduate programs about elementary education at Georgia State and Uludag University. In addition, it is aimed to explore the differences between the metacognitive awareness levels of the American and Turkish students. Data were collected by utilizing the metacognitive awareness inventory to 215 students. 104 students were studying at Georgia State University and 111 students were studying at Uludag University. Statistical analysis results revealed that the metacognitive awareness of American and Turkish students for every level was similar, and that very few of these have low levels of metacognitive awareness. Significant differences appeared in dimensions and sub-dimensions of metacognitive awareness. Therefore, in order to develop pre-service teachers’ metacognitive awareness, effective activities for courses that develop and support metacognitive knowledge and skills could be organised by academicians in USA and Turkey. Key words: Metacognitive awareness, knowledge about cognition, regulation of cognition, teacher education
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